UNIVERSITY COMMITTEE ON CURRICULUM (UCOC)
MINUTES
November 7, 2012
2:00-3:30 pm
****HOH 706****
I.
October 3, 2012 UCOC Meeting Minutes – APPROVED
II.
OCTOBER PANEL AND SUBCOMMITTEE REPORTS
A.
B.
B.
C.
D.
E.
III.
ARTS AND HUMANITIES – ACCEPTED
DIVERSITY REQUIREMENT – ACCEPTED
HEALTH PROFESSIONS – ACCEPTED
OFF-CAMPUS STUDIES – ACCEPTED
SCIENCE AND ENGINEERING – ACCEPTED
SOCIAL SCIENCE – ACCEPTED
OLD BUSINESS
A. Guidelines for Reviewing Professional Development Courses
DEFERRED from May 2:
(Janet Levin, Professor of Philosophy, Dornsife College of Letters, Arts and Sciences) Janet Levin would like to
address standards for reviewing “professional development” courses. (These questions arose during review of
ENGL-600, approved after revisions by AHS this month.) She would like to address the following questions of
the UCOC committee:
1.
What is the distinction between ‘professional development’ courses that focus on preparing students to
*do* their jobs as professionals (e.g. teaching practicums, seminars designed to help students produce
publishable papers from dissertations or other graduate work) and those that focus on resume-building,
interview techniques, and other ‘self-presentational’ skills related to *getting* a job in the first place? In
particular, how much (if any) credit should be given to courses that focus on the latter rather than
the former?
2.
What should be the norms for courses that focus on the former? In particular, how much credit should be
given for such courses, and under what conditions can they be repeated for credit? There's a substantial
difference between ENGL 600 and some of the other courses in the comparison class; does this matter?
3.
Should there be a distinction between the norms for such courses in departments in which paper-writing is
the primary focus of graduate work (such as almost any course in the humanities and social sciences), and
departments in which 'performance' of various sorts is more often the subject of evaluation (such as Music,
Cinema, or Medicine (though 'academic medicine' may be a special case).
UCOC Minutes
November 7, 2012
Page 2 of 9
4.
What about courses designed to prepare students to write their dissertations? It seems to me that courses
such as these can be very helpful for students, but should there be general guidelines for either the content
or appropriate amount of credit for such courses? (Clearly, these courses won't be repeatable, but is it our
job to provide any guidelines for what should be covered in these courses? I myself am inclined to leave
these decisions to the departments, given the built-in constraints on courses such as these, but maybe this
should be discussed by the committee as well.)
DISCUSSED AND DEFERRED on May 2: Janet Levin summarized her reviews of various professional
development courses over the past academic year and her dilemma in assessing them. She pointed out ENGL600, which prepared PhD students to write publications; the professional development courses inherent in the
professional schools, such as Cinema and Music; the resume building course proposals; the courses preparing
teaching assistants to be teachers. The proposals were varied and diverse. Her question was what guidelines
should UCOC create to properly review such courses?
UCOC members agreed that they had come across similar “professional development” proposals (in particular,
a series of courses focused on writing to obtain grants) and that guidelines to review such proposals would be
helpful. They agreed that a course, even if offering a professional development component, should be
content-focused, and above all, academic. They did note that there may be differences in expectations not
only between different disciplines, but between courses for Master’s degree vs. Ph.D students.
No specific recommendations were made at the meeting. Kristine Moe asked members to email their
recommendations in regard to developing guidelines for reviewing professional development courses to be
discussed in the fall.
RECOMMENDATIONS RECEIVED after May 2 UCOC via email:
… As for professional development, we need to make a distinction on content and context within any course
and tie the course material to the learning outcomes. If a learning outcome is to prepare a resume, it is not
academic in nature and should not be used in a course. If, however, a marketing course has as an objective the
development of a marketing plan that students use to obtain a job, this is fine because the course includes
academic rigor in regards to the content taught in the course that can be applied to obtaining a job.
I'd recommend that if such courses are part of either a MS or PhD program, that the programs are designed
such that no more that 20 or 25% of the didactic course work is consumed by these classes. For example if a
MS is 32 units of coursework, then no more than 6 or 8 units be devoted to say grant writing. I feel also that
courses preparing for "grant" writing should always be part of courses that focus on scientific writing more
broadly. This because the NIH have very successful grant writing workshops, and they will probably always to
a better job than individual colleges will do.
USC has been clear in recent years that it wants its graduate and professional students to find meaningful
employment in prestigious settings. That means they not only need to be well trained, but also appealingly
branded and suitably marketable.
With this understood, in my view most professional development should occur in a series of workshops
that are designed and run at the department, college, or school level (as you note, there will be variations
among units), with the support of the university (is there an office best suited to provide that support?).
Put another way, I would first establish what belongs in a workshop. Subsequent to that, determinations
regarding courses and credits could be made.
DEFERRED until December 5: UCOC Chair Tom Cummings implemented a taskforce to address the
issue. Taskforce members, Diane Badame, Janet Levin and Geoffrey Middlebrook, will report their findings at
the next UCOC meeting.
UCOC Minutes
November 7, 2012
Page 3 of 9
IV.
INFORMATION ITEMS
A. Bachelor of Science, Computer Science (CSCI) [Attachment]
Per mutual consent and effective immediately, the Owning Unit has changed from Dornsife College of
Letters, Arts and Sciences to the Viterbi School of Engineering.
B. General Education Courses [Attachment]
Eff/Term Spring 2013
1. Add ‘g’ suffix to the following new course
a.
Category VI, Social Issues
i. JS-258g Food, Faith and Conflict (4)
(UCOC approved 10-3-12)
C. Master of Library Information Management (MLIM) renamed Master of Management,
Library and Information Science
Per emailed memo from Vice Provost Katherine Harrington to Registrar Douglas Shook
on October 25, 2012.
D. Administrative Information Items
(on following pages)
UCOC Minutes
November 7, 2012
Page 4 of 9
I. MARSHALL SCHOOL OF BUSINESS
Information and Operations Management
A. Revise Three Courses
Eff. Term: FALL 2013
1. IOM-580 Project Management (3)
Applications of systems theory and concepts, matrix organizational structures, PERT/CPM
project modeling, and management information systems to the management of complex and
critical projects. Recommended preparation: GSBA 504b or GSBA 534.
Revisions
Recommended
Preparation
Current
GSBA 504, GSBA 504b or
GSBA 534.
Revised
GSBA 504b or GSBA 534
Eff. Term: FALL 2013
2. IOM-581 Supply Chain Management (3)
Issues in supply chain management. Supply chain performance and dynamics. Tools for
planning, control and coordination. Supply chain design and strategy. Recommended
preparation: GSBA 504b or 534. Open only graduate business and accounting students.
Revisions
Recommended
Preparation
Current
Revised
GSBA 504, GSBA 504b or 534
GSBA 504b or 534
Eff. Term: FALL 2013
3. IOM-583 Operations Consulting (3)
Development of conceptual and analytic skills for improving operations. Analysis of business
strategy, formulating and implementing operations strategy, process analysis and design, and
project management. Recommended preparation: GSBA 504b or GSBA 534. Open only to
graduate business and accounting students.
Revisions
Recommended
Preparation
Current
GSBA 504 or GSBA 504b or
GSBA 534
Revised
GSBA 504b or GSBA 534
UCOC Minutes
November 7, 2012
Page 5 of 9
II.
DORNSIFE COLLEGE OF LETTERS, ARTS and SCIENCES
American Language Institute
A. Create Four Courses
*NOTE: All courses approved per memo from Executive Vice Provost Michael Quick.
Eff. Term: SPRING 2013
1. ALI-134 Intermediate Oral Skills (1)
Required for international students whose oral skills are assessed to be at the intermediate
level by the International Student English Examination (ISE) or previous ALI course. Graded
CR/NC.
Eff. Term: SPRING 2013
2. ALI-135 Intermediate Writing Skills (1)
Required for international students whose writing skills are assessed to be at the intermediate
level by the International Student English Examination (ISE) or previous ALI course. Graded
CR/NC.
Eff. Term: SPRING 2013
3. ALI-144 High Intermediate Oral Skills (1)
Required for international students whose oral skills are assessed to be at the high
intermediate level by the International Student English Examination (ISE) or previous ALI
course. Graded CR/NC.
Eff. Term: SPRING 2013
4. ALI-145 High Intermediate Writing Skills (1)
Required for international students whose writing skills are assessed to be at the high
intermediate level by the International Student English Examination (ISE) or previous ALI
course. Graded CR/NC.
Biological Sciences
A. Revise Course(s)
Eff. Term: FALL 2013
1. BISC-427 The Global Environment (4)
Earth's development as a habitable planet, from origin to human impacts on global
biogeochemical cycles in the ocean, land, atmosphere. Discussion of environmental
alternatives. Prerequisites: BISC 120 or BISC 121 and CHEM 105b or CHEM 115b. Open
only to Biological Sciences, Environmental Sciences, and Earth Sciences majors.
NOTE: Cross-listed as ENST 427 and GEOL 427
UCOC Minutes
November 7, 2012
Page 6 of 9
Revisions
Current
Revised
Registration
Restrictions
None
Open only to Biological Sciences,
Environmental Sciences, and Earth
Sciences majors.
Environmental Studies
A. Revise Course(s)
Eff. Term: FALL 2013
1. ENST-387 Economics for Natural Resources and the Environment (4)
An introduction to the economic tools and issues that affect natural resource use and
environmental management.
Revisions
Current
Revised
Credit
Restriction
Not available for major credit to
economics majors.
None
III. OSTROW SCHOOL OF DENTISTRY
Dentistry
A. Drop One Course
Eff. Term: SUMMER 2013
1. CBY-577L Principles of Teratology (4)
Environmental factors associated with human congenital malformations; emphasis on druginduced birth defects; limited laboratory using avian and mammalian animal models.
VI. VITERBI SCHOOL OF ENGINEERING
Civil Engineering
A. Revise Two Course
Eff. Term: SPRING 2013
1. CE-207L Introduction to Design of Structural Systems (2)
Structural materials, components and systems; gravity and lateral forces; structural
performance and failures; introduction to structural plans and analysis; computer applications,
case studies, design project. Prerequisite: CE-205. Corequisite: CE-107 and CE-225.
Revisions
Current
Prerequisite(s) (CE-107 and CE-205)
Corequisite(s) CE-225
Revised
CE-205
(CE-107 and CE-225)
UCOC Minutes
November 7, 2012
Page 7 of 9
Eff. Term: SPRING 2013
2. CE-484 Water Treatment Design (3)
Predesign studies, precipitation softening, coagulation and flocculation, sedimentation,
filtration, sludge handling, chlorination, chloramination, ozonation; plant hydraulics, flow
measurement, pumps, instrumentation and control, tertiary treatment. Prerequisite: CE-451
and CE-463.
Revisions
Prerequisite(s)
Current
(CE-451 and CE-463 and CE-473)
Revised
(CE-451 and CE-463)
V. GOULD SCHOOL OF LAW
Law
A. Create Eight Courses
Eff. Term: SPRING 2013
1. LAW-616 Restitution (3)
Comprehensive study of restitution, the common law action for unjust enrichment. Addresses
unjust enrichment as a freestanding wrong, not just as a remedy.
Eff. Term: SPRING 2013
2. LAW-710 Contract Drafting and Strategy (2, 3)
Students examine contracts and present to the class their assessment of why the specific
provisions were drafted and possible alternatives and challenges to those provisions.
Eff. Term: SPRING 2013
3. LAW-721 Class Actions (2)
Studies the theory and practice of class action litigation in the United States.
Eff. Term: SPRING 2013
4. LAW-750 Choice of Law (2, 3)
Introduces students to the doctrines of choice of law. This field determines which state’s law
applies when events causing disputes happen in several locations.
Eff. Term: SPRING 2013
5. LAW-779 Regulated Industries (2-4)
Provides students with an understanding and an appreciation of regulated industries.
Eff. Term: SPRING 2013
6. LAW-801 Venture Capital Law and Finance (2)
Introduces students to the unique legal and financial aspects of the venture capital industry
and the skills needed to represent entrepreneurs and venture capital investors. Prerequisite:
LAW 603. Corequisites: LAW 681 or LAW 719.
UCOC Minutes
November 7, 2012
Page 8 of 9
Eff. Term: SPRING 2013
7. LAW-843 Tax Policy Seminar (2-4)
Students will write and present papers discussing topics in tax policy.
Eff. Term: SPRING 2013
8. LAW-889 Law Informed by Faith (2-4)
Considers the role of faith in a lawyer’s life and work. Discusses issues in constitutional law,
tort law, criminal law, professional responsibility and more. Duplicates credit in LAW-748.
IV. THORNTON SCHOOL OF MUSIC
Music
A. Revise One Course
Eff. Term: FALL 2013
1. MPKS-150b Beginning Piano (2)
Techniques of performance, note reading, and basic musicianship. Not open to music majors.
Revisions
Current
Prerequisite(s) MUPF-150a)
Revised
None
VII. SOL PRICE SCHOOL OF PUBLIC POLICY
Policy, Planning and Development
A. Revise One Course
Eff. Term: FALL 2013
1. PPDE-647 Civic Engagement in Governance (4)
Roles of citizens, civic associations, nonprofit organizations, government and business in
democratic governance; Civil Society as the interface among these entities; techniques,
purposes and contexts of civic engagement
Revisions
Current
Revised
Course Title Civic Engagement and Governance Civic Engagement in Governance
UCOC Minutes
November 7, 2012
Page 9 of 9
Members present
Members absent
Guests
Diane Badame
Laura Baker
Todd Brun
Steven Bucher
Patricia Chambers (Student)
Thomas Cummings (Chair)
Judy Garner
Brian Head
Nick Kosturos (Student)
Janet Levin
Geoffrey Middlebrook
Kristine Moe (Staff)
Michael Paine
Geoffrey Shifflet
Douglas Shook (ex-officio)
Lynn Sipe (ex-officio)
Mark Todd (ex-officio)
Naomi Warren
Aimee Bender
Gene Bickers
Steven Lamy
Sally Pratt (ex-officio)
Michael Quick (ex-officio)
Douglas Burleson (Staff)